1. RE as meetingpoint CoGREE Berin, 2005 Pille Valk (Tartu University)

2. Living in the Post-Socialist Society – Shadows of the Atheist Ideology Almost all people over 35 have experienced strongly atheistic education: Almost all people over 35 have experienced strongly atheistic education: –Is there something more than crusades, inquisition and “opium of people”?  Many prejudges & lack of knowledge  Religion as only a private matter Religion as a “missing file”

3. Religious landscapes in Post-Socialist countries (%) CatholicsOrthodoxProtestant Non religious Estonia0,51314 34 Latvia202322 28 Lithuania794,10,59,5 Poland953 Hungary5531815 Czech Rep 3924,1 40 Slovenia582,3110 Slovakia694712

4. Church membership How important is religion to you? Role of religion in student’s life N=618 (SAAR POLL, Estonia 2004)

5. Specific shape of RE in Estonia Status of RE - an optional, non-confessional subject Status of RE - an optional, non-confessional subject Attitudes towards RE – general agreement about the need for RE, but also sharp discussions Attitudes towards RE – general agreement about the need for RE, but also sharp discussions Parents, teachers, principals, student teachers have no personal experiences from RE classes – prejudges and fears Parents, teachers, principals, student teachers have no personal experiences from RE classes – prejudges and fears Insufficient regulations; subjectivity, ignorance Insufficient regulations; subjectivity, ignorance Different possibilities in different schools Different possibilities in different schools => A GREAT CHALLENGE => A GREAT CHALLENGE

6. Attitudes regarding the necessity of RE P. Valk, O. Raunio-Hannula

7. Evaluation of different topics in RE (%) by teachers (T) and principals (P) P. Valk

8. How do parents see the impact of RE? Mean on the scale: 1= very much,...., 5=not at all (P. Valk, 2004) Teaches to take the others into consideration 1,63 Teaches to take the others into consideration 1,63 Broadens one’s outlook1,64 Broadens one’s outlook1,64 Helps to distinguish between the good and evil 1,66 Helps to distinguish between the good and evil 1,66 Teaches about the basic values1,86 Teaches about the basic values1,86 Supports the moral development1,88 Supports the moral development1,88 Helps to understand different cultures1,88 Helps to understand different cultures1,88 Estimates the spiritual values2,05 Estimates the spiritual values2,05

9. Top-10 of pupils’ favourite topics for RE scale: 1 = not at all interested – 5 = very interested ( P. Valk, 2004)

10. Pupils’ “Bottom-10” RE topics scale: 1 = not at all interested – 5 = very interested ( P. Valk, 2004) Church and congregational life 2,32 Mission2,34 Christian churches in the World2,44 Jesus and his life2,47 Estonian Church History2,49 Biblestories2,51 Owerall Church History2,54 Bible studies2,58 Christian Festivals2,61 Prayer and praying2,62

11. RE has to base on Christianity +RE-RE SAAR POLL, 2004. N=618

12. RE helps to understand other cultures + RE-RE SAAR POLL, 2004. N=618

13. Knowledge about Religions is necessary in order to understand the world’s cultural heritage + RE - RE SAAR POLL, 2004. N=618

14. Religious literacy is an important guarantee of religious freedom + RE -RE SAAR POLL, 2004. N=618

15. All Religions must be treated equally in RE + RE -RE SAAR POLL, 2004. N=618

16. I do exist, I don’t exist… U. Nemvalts, “Postimees” 1995, 10.05

17. RE - Hot topic Most debated issue in Education during last years Most debated issue in Education during last years Delfi internet portal comments: Delfi internet portal comments: Column Topics (during 1,5 years) NMean number of comments About religion and RE 752318 (max>8400 in 4 days!) All other 541118

18. Critical statements Religion and violence: Religion and violence: –history of Christianity is soaked through with violence Religion and Science are in antagonism Religion and Science are in antagonism RE is a violation of human rights RE is a violation of human rights –brainwashing, secret plan of the Church Religion obstructs free development of the individual Religion obstructs free development of the individual Positive statements RE is a guarantee of religious freedom RE is a guarantee of religious freedom RE helps to understand cultures RE helps to understand cultures Every human being believes into something Every human being believes into something

19. Researches: Teachers of different subjects (2001) Teachers of different subjects (2001) N = 157 From 11 schools Upper secondary school pupils (2004) Upper secondary school pupils (2004) N = 102 From 3 schools, all studied RE Students of Humanities in the University of Tartu before and after the studies in Christianity (2004) Students of Humanities in the University of Tartu before and after the studies in Christianity (2004) N1 = 276 N2 = 324

20. History of Christianity is soaked through with violence + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly P. Valk, 2004

21. Religion has been used as means to coerce working people into obedience by oligarhy + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly (P. Valk)

22. Positions of Christianity clash with contemporary science + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly P. Valk, 2004

23. Religion ostructs the development of Science + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly P. Valk, 2004

24. RE is another form of brainwashing + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly (P. Valk)

25. Religious literacy is an important guarantee of religious freedom + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly (P. Valk)

26. Knowledge about religions is necessary in order to understand the world’s cultural heritage + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

27. Every human being believes into something + = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly P. Valk, 2004

28. Some conclusions -RE has to address pupils’ questions and probelms – so what?! -dialogue and interaction as a very nature of RE didactics -social & cultural environment of teaching has to be taken into consideration when teaching RE => context of RE

29. Model of Contextual Analyses Cultural-historical Background Rel. Landscape Legislative Framework Attitudes towards RE RE in Other Countries Traditions of RE in own Country RE and National Curriculum RE

30. Perspectives Guarantee and support for RE Guarantee and support for RE –Legislative framework –Dynamic models for RE, openness –European standards – RE as a traditional part of European education Religious topics in other subjects Religious topics in other subjects –Objective treatment –In-service teacher training –Including Religious Studies into teacher training programs